Dieker, L. A., Delisio, L., & Bukaty, C. (2015). Tuning in with technology. In W. W. Murawski & K. L. Scott (Eds.), What really works in elementary education: Research-based practical strategies for every teacher. Thousand Oaks, CA: Corwin Press.
Jain, S., & Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemporary Educational Psychology, 34(3), 240-249.
Building a Belonging Classroom: A video showing the power of building a Sense of Belonging in the classroom.
Teachers can facilitate guided classroom practice by asking questions that require learners to rehearse, process, and recall the new material.
Teachers can facilitate guided classroom practice by asking questions that require learners to rehearse, process, and recall the new material.
Then they can design activities that encourage students to apply math in contexts outside of the math classroom.
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184.
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257.
Building a Belonging Classroom: A video showing the power of building a Sense of Belonging in the classroom.
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
